Conference Program

Research examining the relationship between academic success and living conditions has revealed that individuals living away from their birth family are more vulnerable (Chamberland et al., 2015; Coggi & Ricchiardi, 2019; Balenzano et al., 2024b).

Children in foster or residential care often experience disadvantage, social marginalisation and educational poverty related to adverse early experiences (Felitti et al., 1998; Racine et al., 2025; Janković et al., 2025), an absence of stable caregivers capable of providing continuous and quality bond, depressing life contexts, insufficient stimuli in childhood and long periods of institutionalisation (Stein, 2008; Oakley et al., 2018; Balenzano et al., 2024a).

It is worth considering how long studies have drawn attention to the critical dimensions and consequences of adverse childhood experiences (O'Higgins et al., 2015; Luke et al., 2015; 2017; Sinclair et al., 2020).

Conversely, it is interesting to shift the focus from a deficit-based approach to one that emphasises positive experiences and best practices, outlining positive life trajectories and educational opportunities for children (Goding et al., 2022; Pandolfi, 2019; McGuire et al., 2021; Ricchiardi, 2022). (Avant et al., 2021; Pandolfi, 2019; McGuire et al., 2021; Ricchiardi, 2022). Within this framework, protective factors play a pivotal role in fostering inclusion and equity in children's development (Goding et al., 2022).

This paper aims to advance research and practices that enhance protective factors and reduce the impact of inequalities throughout the life course, focusing on girls living outside their family of origin in foster care or residential communities. Countering educational poverty requires a multidimensional and integrated approach that can simultaneously address educational, family and community contexts.

On the one hand, the importance of integration between formal and non-formal education, social services, and local resources is emphasised (Ripamonti, 2022; Tabacchi, 2023). On the other hand, there is a need to support families and caregivers (Golding, 2003; Balenzano et al., 2024a).

The analysis will provide a theoretical basis for outlining educational support pathways for foster parents, educators and other adults involved in education and instruction. At the same time, networking between schools, families, and public, private, and third-sector services enables a coordinated approach to the complexity of educational needs, building personalised, sustainable responses in the process. In summary, tackling educational poverty requires policies and practices that can combine prevention, protection and the promotion of rights from a social justice and well-being perspective for all children.